A construção identitária de uma professora negra: buscando pistas para construir práticas pedagógicas antirracistas no cotidiano escolar

• Autor(a) principal: Silva, Luciana Santiago da
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/9932
• topic: Relations etnicorraciais; Black identity; Micro affirmative action; Shool Routine; Relações etnicorraciais; Identidade negra; Micro ações afirmativas Cotidiano Escolar; Educação Relações étnicas; Educação Relações étnicas; Educação Relações étnicas; Educação Relações étnicas; Educação Relações étnicas; Educação Relações étnicas; Cotidiano escolar; Programas de ação afirmativa; CNPQ::CIENCIAS HUMANAS::EDUCACAO

A dissertation on the screen is the result of questions about my identity construction as a black teacher and lived in daily clashes on relations etnicorraciais and education. I understand that the discussion about the relationship etnicorraciais in school life is essential in Brazilian society. A society marked by inequalities and exclusions historically backed up by myths and racialist theories of the nineteenth century (Munanga, 1999). For a long time, these theories attest the inferiority of blacks and primitiveness of their cultures, legitimizing the situation of racism and discrimination suffered by black people Brazilian (RODRIGUES, 2006). By understanding that the topic of relationships etnicorraciais has been sometimes comtemplada the first segment of Elementary Education (SOUZA; CROZO, 2006) is that I have for main objectives: to reflect on my process of identity construction and better understand the limits and possibilities for my contributions as black teacher, for the construction of identity etnicorracial students / the first segment of the elementary school in a public school in São Gonçalo. For this discussion alicerço me on authors / as such as Jesus (2004), Gomes (2006) and Cunha Jr. (2010). So, I understand that research allowed me to reflect on the construction of my identity etnicorracial leading me to the discovery of a "we", a group that led to the construction of some pedagogical practices that I could recognize as micro affirmative action, proposals reveal both challenges, as the fertility of building a antiracist education.